Moving Forward with Responsible Inclusive Practice in Connecticut Schools: Ensuring that Students with Disabilities are Educated in the Least Restrictive Environment

(This synopsis is not intended to be an official representation of the Agreement’s content, but done in an effort to inform persons of the major aspects of the Agreement. There is no intention to misrepresent or not to inform persons of the Agreement’s content.)

In 1991, a case was filed by five school-age children with mental retardation and their families. It was certified as a class action lawsuit on December 13, 1993. The class membership includes all school-age children with the label mental retardation/intellectual disability on or after February 20, 1991 who are not educated in regular classrooms.

The settlement to P.J. et al (Plaintiffs) v State of Connecticut Board of Education, et al (Defendants) was approved by the federal court on May 22, 2002. The agreement provides that the Connecticut State Department of Education (CSDE) demonstrate progress each year in the following goals and outcomes:

1. an increase in the percent of students with mental retardation or intellectual disability who are placed in regular classes, as measured by the federal definition (i.e., eighty [80] percent or more of the school day with nondisabled students);
2. a reduction in the disparate identification of students with mental retardation or intellectual disability by LEA, by racial group, by ethnic group, or by gender
3. an increase in the mean and median percent of the school day that students with mental retardation or intellectual disability spend with nondisabled students;
4. an increase in the percent of students with mental retardation or intellectual disability who attend the school they would attend if not disabled (i.e., “home school”);
5. an increase in the percent of students with mental retardation or intellectual disability who participate in school-sponsored extracurricular activities with nondisabled students.

Among the specific responsibilities of the CSDE was the development of policy statements. The Commissioner of Education issued a policy letter that reiterates the State Board of Education’s position, which affirms the right of each child with intellectual disabilities (formerly labeled mental retardation) or other disability to be educated with non-disabled children to the maximum extent appropriate. The Chief of the Bureau of Special Education and Pupil Services of the CSDE issued a policy memorandum with further information regarding:

1. the individual student decision- making process that must be followed by the Planning and Placement Team (PPT);
2. the CSDE’s responsibilities for oversight of LEA activities to ensure compliance; and
3. the joint state and local obligation to work toward greater inclusion of students with mental retardation in all aspects of the school program.

Each superintendent of schools, LEA school board member, special education due process hearing officer, and teacher preparation program in Connecticut received these policy memorandums along with a copy of the Agreement.

For further information about the Agreement, please contact Nikki Hendry, Consultant, SERC (860) 632-1485 ext. 255, This email address is being protected from spambots. You need JavaScript enabled to view it..

For information about activities for families of students with intellectual disabilities contact the Connecticut Parent Advocacy Center (CPAC), 1-800-445-2722, This email address is being protected from spambots. You need JavaScript enabled to view it., or visit www.cpacinc.org.

(This synopsis is not intended to be an official representation of the Agreement’s content, but done in an effort to inform persons of the major aspects of the Agreement. There is no intention to misrepresent or not to inform persons of the Agreement’s content. Originally posted 8/26/02. Updated on 11/19/15).